Facilitating Professional Learning Communities 

Biweekly I facilitate Professional Learning Communities around mathematics instruction, planning, or analyzing student work.  

As an Instructional Coach, I have the opportunity to participate in activities that incorporate the Standards for Mathematics Specialists on a daily and weekly basis.  Each week I facilitate Professional Learning Committees where we rotate between unpacking units or lessons, (II.c.iv), rehearse lessons, (III.ii.b), or analyze student work, (II.c.vii, II.c.viii).  We discuss learning progressions,  (II.c.i), misconceptions, learn math together, we switch students in or out of intervention groups, and we determine next steps for students as individuals, small groups,or the whole group, (II.c.v, III.iv.a, III.iv.b, III.iv.c, III.iv.d, III.v.e.).  

When we are unpacking units, we start with the end in mind and complete the unit assessments.  We are just beginning to look through student workbooks pages to notice the great things about them and the things we wish would be removed or presented differently.  Due to these eye opening observations, some grade levels are veering away from the workbooks  and becoming more comfortable have students use models to represent their thinking and dry erase boards or graph paper to present their work. We do a lot of careful sequencing to keep the ideas, concepts, and skills appropriate for the standards and the learning goals, (II.c.iii, II.c.iv, III.v.a),  

Mathematics Specialist Standards 

Pedagogy Standards, from AMTE, 2013:

Curriculum and Assessment. Mathematics Specialist professionals are expected to:

II.c.i.  Know learning trajectories related to mathematical topics and use this knowledge to sequence activities and design instructional tasks.

II.c.iii.  Understand the importance of careful sequencing and development of mathematical ideas, concepts, and skills in the preK–middle grades curriculum; be able to engage in discussions and decision- making to establish appropriate benchmarks for learning goals from grades K to 8.

II.c.iv.  Select, use, adapt, and determine the suitability of mathematics curricula and teaching materials (e.g., textbooks, technology, manipulatives) for particular learning goals.

II.c.vii.  Use the formative assessment cycle (administer a formative assessment task, analyze student responses to the task, and design and reteach lessons based on this analysis) and be able to find or create appropriate resources for this purpose.

II.c.viii. Analyze formative and summative assessment results, make appropriate interpretations and communicate results to appropriate and varied audiences.

II.c.v.  Evaluate the alignment of local and state curriculum standards, district textbooks and district and state assessments, and recommend appropriate adjustments to address gaps.

Leadership. Mathematics Specialist professionals are expected to:

III.ii.b.  Enhance learning opportunities for all students’ and teachers’ mathematical knowledge development;

III.ii.c. Involve colleagues and other school professionals, families, and various stakeholders; and

III.iv.a. Evaluate educational structures and policies that affect students' equitable access to high quality mathematics instruction, and act professionally to assure that all students have appropriate opportunities to learn important mathematics.

III.iv.b. e.g., evaluate the alignment of mathematics curriculum standards, textbooks, and required assessments and make recommendations for addressing learning and achievement gaps;

III.iv.c. Collaborate with school-based professionals to develop evidence-based interventions for high and low-achieving students;

III.iv.d. Advocate for the rights and/or needs of all students and to secure additional resources as needed.

III.v.a. Use mathematics-focused instructional leadership skills to improve mathematics programs at the school and district levels,

III.v.e. Partner with school-based professionals to improve each student’s achievement;